Download Course Syllabus

AP US History Syllabus
Mrs. Kristie Barbee
AP US History is not a college preparatory course; it is a college level course taught using a college text.
Students can potentially earn college credit by earning a 3, 4, or 5 on the AP US History Exam given in
early May. All students are expected to do all work at a college level.
AP US History is a two semester survey of US History from discovery to the first years of the 21st
century. AP U.S. History provides students a generally chronological study of U.S. history that
emphasizes the historical ideas and events important to the development of the United States government,
laws, economic system, foreign policy, and social movements. The aims for this course are that students
who complete the course will 1) have a thorough understanding of US History, 2) write clearly and
effectively, 3) be able to analyze and evaluate a variety of primary and secondary document, and 4)
understand historiography – how our understanding of events changes over time.
The following is the topic outline for each semester (everything is subject to flexibility):
Fall Semester Topics of American History
Unit 1 Colonization and Revolution, 1492-1787 – Chapters 1-5
 Beginning in the early 1600s English settlers established American colonies in pursuit of
adventure, fortune, and liberty.
 Ideas of representative government, religious freedom, and freedom of the press were
established in the colonies by the time of the American Revolution.
 After the end of the French and Indian War in 1763 tension increased between American
colonists and the British government.
 After the end of the American Revolution in 1781 the British recognized American
independence.
Unit 2 The U.S. Constitution – Chapter 6
 Americans established their first national government under the Articles of Confederation, a
constitution that created, in the minds of many prominent American leaders, a central government
too weak to solve national problems.
 Weaknesses in the national government under the Articles of Confederation led to the
Constitutional Convention, at which a new and more powerful central government was created.
Unit 3 The New Nation, 1789-1824 – Chapters 6-8
 In the 1790s George Washington presided over the creation of a new government.
 Although Washington warned against the “spirit of party,” political parties were created during
his presidency.
 Party division, territorial growth, and a war in Europe shaped U.S. history in the early
nineteenth century.
 A period of strong nationalism emerged in 1815 after the end of a second war with Great
Britain.
Unit 4 Reform and Expansion, 1824-1853 – Chapters 9, 10, 12, 13
 The Age of Jackson (1824-40) was marked by a new system of party politics, numerous political
changes, and a variety of social reform movements.
 The U.S. fulfilled many expansionist goals in the 1840s.
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Unit 5 Events leading to Civil War, 1793-1861 – Chapter 13
 Before 1860 the North and the South were separated by economic, political, and cultural
differences that became increasingly difficult to compromise.
 After the election of Abraham Lincoln several southern states seceded from the Union, an action
that led to civil war in 1861.
Unit 6 Civil War and Reconstruction, 1861-1900 – Chapters 14, 15
 Although Union forces seemed to possess numerous advantages, Confederate forces won
several key battles in the early years of the Civil War.
 After victories at Gettysburg and Vicksburg, Union forces turned the tide of the war in their
favor.
 A period of social and political reconstruction of the nation began after the Civil War ended in
1865.
 The president and Congress clashed over Reconstruction policies, particularly in regard to the
status of former slaves.
 Reconstruction ended in 1877 when northern troops were pulled out of the South.
Unit 7 Industrial Revolution, 1861-1901 – Chapters 16-19 (this unit is often in semester 2, we’ll see
how we progress!)
 The U.S. experienced an industrial takeoff during the late 1800s.
 Although industrialization increased American power and the standard-of-living, it also created
many new problems. For farmers, workers, and consumers, industrialization created problems
that led to a desire for government intervention in the economy.
Fall semester exams will take place the week of Dec 13th.
Spring Semester: Topics of American History
Unit 8 Progressive Era, 1901- 1917 – Chapters 18, 21, 22
 Demands for reform of the economic and political system were widespread during the early
1900s.
 Government regulation of the economic system began at the state level, but since economic
power was in the hands of national monopolies, the federal government began regulating
American business in the early 1900s.
 After Theodore Roosevelt became president the U.S. entered a period of reform that continued
under William H. Taft and Woodrow Wilson. The reforms passed under these three presidents
would institutionalize a regulated capitalist system.
Unit 11 The US as a World Power, 1890-1919 – Chapters 20, 23
 The late 1800s marked a rise in imperialism in the U.S.
 After a war with Spain in 1898 the U.S. gained territory in the Pacific and in the Caribbean.
 Theodore Roosevelt expanded the original meaning of the Monroe Doctrine in Latin America.
 World War I began in Europe in 1914. Although President Wilson at first declared neutrality, the
U.S. entered the war in 1917.
 After World War I, President Wilson worked for an idealistic post-war plan that was rejected by
European nations as well as by the U.S. Senate.
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Unit 9 Prosperity and Division in the 1920’s – Chapter 24
 The 1920s were a prosperous time in which the government was generally conservative and probusiness.
 In the 1920s America was divided over “city” values and “country” values.
Unit 10 The Depression and the New Deal, 1929-1941 – Chapters 25, 26
 The stock market crash of 1929 signaled the beginning of the Great Depression, the worst
financial crisis in U.S. history.
 As the Depression grew worse President Herbert Hoover followed a policy of denying
government relief to the unemployed. He was not re-elected in 1932.
 President Franklin Roosevelt pushed several legislative programs through Congress in an
attempt to end the Depression.
 The Depression ended after Americans found employment building war materials for the
Second World War.
Unit 12 WWII, 1939-1945 – Chapters 27, 28
 World War II began in 1939 when Germany invaded Poland.
 The U.S. entered World War II when Japan attacked Hawaii in December 1941.
 The leaders of the Allied nations held several wartime conferences to discuss military strategies
as well as decide the character of the postwar world.
 World War II ended after Germany surrendered in May 1945 and after Japan surrendered in
August 1945.
Unit 13 Cold War – Truman and Eisenhower, 1945-1961 – Chapters 29, 30
 The Cold War began after World War II with a disagreement between the United States and the
Soviet Union over self-determination in Eastern Europe.
 The American struggle against communism spread to Asia after Communist forces took over
China and after North Korea invaded South Korea.
 The struggle against communism overseas led some Americans to believe there were
communists in the U.S. government threatening the security of the U.S.
 Although President Eisenhower continued President Truman’s policy of containment of
communism, his presidency also saw an expansion of the arms race and the beginning of the
space race.
 Heavy consumer spending and increased productivity gave Americans the highest standard of
living the world had ever known. However, some groups did not share in the prosperity, and
social critics attacked American materialism and conformity.
Unit 14 Civil Rights, 1954-1975 – Chapters 31, 32
 From the mid-1950s to the mid-1960s the fight for civil rights for African Americans was led
primarily by leaders advocating nonviolence and civil disobedience.
 In the mid-1960s Congress passed laws promoting civil rights and voting rights. These laws
strengthened the federal government’s power to regulate state government’s denial of civil rights.
 In the late 1960s the United States experienced many violent protests and race riots.
 Despite undercurrents of discontent, the 1960s began with a general sense of optimism that
allowed President Kennedy to propose an ambitious social and economic agenda as well as define
lofty national goals.
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Unit 15 Vietnam War, 1954-1975 – Chapters 31, 32
 After the French failed to take control of Vietnam the U.S. spent over twenty years trying to
protect a non-communist government in South Vietnam.
 Efforts to stop the communist takeover of South Vietnam caused much protest and division
within the United States until communist forces took control of South Vietnam in 1975.
Unit 16 Foreign and Domestic Affairs, 1960-1981 – Chapters 31-33
 After John Kennedy’s assassination President Johnson and Congress cooperated to enact more
than 200 pieces of landmark legislation.
 The late 1960s was a time of protest from a variety of groups against many aspects of American
society.
 President Nixon began a policy of relaxing tensions with the Soviet Union. He also opened up
relations with Communist China.
 Throughout the 1970s wars between Israel and the Arab states were an important foreign policy
concern for the United States.
 The Watergate scandal resulted in Richard Nixon’s resignation from the presidency.
 President Ford generally continued Nixon’s foreign and domestic policies.
 President Carter, who won the presidency running as an outsider, introduced no major program
for reform. He did, however, introduce legislation to deal with energy and economic problems.
 President Carter emphasized human rights as the cornerstone of U.S. foreign policy. By the end
of Carter’s presidency the policy of a relaxation of tensions with the Soviet Union had collapsed.
The AP US History Exam is given the 2nd Friday in May.
Unit 17 Foreign and Domestic Affairs, 1981- 2001 – Chapters 33, 34
 Ronald Reagan’s presidency brought about a conservative “revolution” in American politics.
 Although Ronald Reagan espoused much Cold War rhetoric in the early 1980s, by the end of his
presidency relations with the Soviet Union had greatly improved.
 During George H. W. Bush’s presidency the fall of the Soviet Union brought about an end to the
Cold War.
 In a successful attempt to push Iraq’s army of invasion out of Kuwait, U.N. forces led by the U.S.
fought the Persian Gulf War.
 Bill Clinton was elected president promising to restore the American economy.
 During his second term as president, Bill Clinton was impeached for sexual misconduct.
 George W. Bush won a contested election in which he lost the popular vote to Al Gore.
Spring Exams will be the week of May 26th.
Textbook and supplements…
American History: A Survey, 10th ed. by Allan Brinkley, McGraw-Hill College 1999 (ISBN 0-07303390-1).
Students should purchase and AP Exam prep book (about $20) – Barron’s, Princeton Review, and 5 Steps
to a 5are examples, but there are others.
I HIGHLY recommend that students download The Giant AHAP Review to use as a supplemental reader.
In addition to our texts and supplemental readings, and many documents and scholarly articles, we will
use the AP US History Study Guide created by James L. Smith.
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Grading:
Grades will be calculated as a straight average of all grades. Graded work will include, but is not limited
to, unit tests, AP essays. vocabulary, document analysis, research, historical writing assignments, group
and individual class work, and quizzes. There will be opportunities to improve grades (including the test
scores, to get them up to the goal of AP readiness) but will have strict timeframes for completion.
Students must maintain a 75 average in the course; otherwise they will be put on a growth plan.
Make-up work/Missing Assignments
_______ Late work: A homework assignment not turned in when it is due is may be turned in the next
morning for reduced points – the amount of reduction to be determined by assignment (generally one
letter grade).
_______ Absence: If a student is absent from class, he/she will be allowed to make-up missed
assignments. All assignments due the date of an absent must be turned on the first day back. Quizzes and
tests can only be made up before school by appointment. It is the student’s responsibility to get his/her
assignments.
_______ School Activity: If a student misses class for a field trip or sporting event, or other school
related activity, any work due that day or tests that are to be given that day must be turned in or taken
prior to leaving school.
Students are required to bring the US History Study Guide to class everyday
They will write the notes and reflections from class discussion in the study guide. Students will be
expected to read their text, complete the terms and vocabulary for each unit in the Smith US History
Study Guide, as well as complete homework and class assignments. In addition, there will be outside
reading and assignments from the supplemental material. Students should expect frequent quizzes over
any reading, notes, homework, class work, or discussions.
Students must complete a research project for the National History Day History Fair contest.
History Fair projects must follow the theme provided by National History Day; this year’s theme is
Turning Points in History: People, Ideas, Events. The project can be in the form of an exhibit,
documentary, performance, interactive website, or 2500 word Historical paper, and must include primary
as well as secondary sources. All projects will be graded using the National History Day rubric found at
www.nationalhistoryday.org. A sample is attached. Emphasis in grading is placed on historical accuracy
and adherence to the History Day theme. There will be several graded components and the final project
grade will be counted twice. Projects will be in mid-October.
The AP Exam:
The AP US History Exam is given at the end of the first week in May. Students will have the opportunity
to sign up for the exam just before Spring Break. A student earning a score of 3, 4, or 5 on the test could
result in college credit for US History. To earn this score students need to get greater than 65% of the
multiple choice questions correct and earn scores of 5 or higher on their essays. To that end, students
should form study groups that meet on a regular basis and use AP Test prep guides that contain practice
tests, i.e. Barrons, Cliffs, or one from the College Board. Additionally, all of the tests given in this course
are created with questions from released AP tests and AP test study materials. Students should strive to
earn scores of greater than 65% on these tests; all essays are graded with the AP rubric (attached). I will
be available for additional support, both to prepare for the test and for class tutorials.
Contacting me: You may best contact me through e-mail at [email protected].
Please sign, have your parent sign and keep this at the beginning of your History binder.
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Standard Essay
Student Name________________________________________________________
Score____________
8–9
a.______ Well-developed thesis that addresses the question
b.______ Considerable specific and relevant information to support the thesis
c.______ Effective analysis of the topic
d.______ Well-written and clearly organized
e.______ May contain minor errors that do not detract from the overall quality of the essay
5–7
a.______ Acceptable thesis
b.______ Some specific and relevant information to support the thesis
c.______ Some analysis of the topic
d.______ Acceptable writing and organization
e.______ May contain some errors that do not seriously detract from the quality of the essay
2–4
a.______ Thesis is nonexistent, confused, or unfocused
b.______ Few relevant facts; relies heavily on generalizations
c.______ Little or no analysis of the topic
d.______ Problems in writing and organization that detract from the quality of the essay
e.______ Contains major errors that detract from the quality of the essay
0–1
______ Incompetent or inappropriate response to the question
______ Little or no factual information; substantial factual errors
U
______ Completely off topic; the paper is blank or not turned in
Comments:
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Helpful College Preparation Sites
***College Assistance & Forums
MyCollegeOptions.org
*MyChances.net (free essay revisal service given that you help others; very helpful
administrators)
*CollegeConfidential.com
*TheU.com
PrincetonReview.com (test prep as well)
http://colleges.usnews.rankingsandreviews.com/best-colleges (rankings; don’t rely on them
completely; use them as an overview; only you know what’s right for you)
Summer Programs
Constacademy.org
http://questbridge.org/resources/summer_programs/index.php
UT Honors Colloquium
Junior Scholarships
Questbridge.org: College Prep Scholarship
Being An American Essay Contest
JSA Summer Program
SAT/ACT Prep
*CollegeBoard.com (get the daily question; create a folder in your mail for it and send it directly
use it as continuous reference/practice; always do the sample free questions)
*ACTstudent.org
Number2.com
4tests.com
Testprepreview.com
PowerPrep.com
Freesat1prep.com
Freevocabulary.com
Satexamprep.com
*Sparknotes.com/testprep
Scholarship Sites
*Fastweb.com
Cappex.com
Scholarships.com
Finaid.org
*Zinch.com (don’t rely on the Zinch scholarships but, rather, on the ones they connect you with)
GO Center!!!
Other
QuestBridge.org: National College Match
Petersons.com
www.gmsp.org - Gates Scholarship
* = my most used
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